Life Elementary

Life ELEMENTARY
and the Common European Framework of Reference
A2 Mike Sayer
Introduction
What is the Common European Framework of Note that the CEFR recognises intermediate levels between the
Reference? global levels above – A2+, B2+, etc.
The Council of Europe has developed the Common European Each of the six levels of the CEFR is defined by a large set
Framework of Reference: Learning, Teaching, Assessment (or of descriptors – ‘can do tick points’ – which aim to define
CEFR for short) with a view to promoting language teaching the expected language ability of an individual at each of the
and learning within Europe. levels. For example, one of the descriptors under the heading
The CEFR aims to provide a descriptive framework which Conversation at A1 level is: can ask how people are and react to
encourages the development of language skills and inter- news. At C2 level, a descriptor under the same heading is: can
cultural awareness, learner autonomy and lifelong learning. It use language flexibly and effectively for social purposes.
is of interest to course designers and coursebook writers as well How does the CEFR correspond to LIFE?
as teachers, testers and teacher trainers. The LIFE series has a communicative approach with an
The CEFR aims to promote a coherent approach to language emphasis on learning language in real life contexts and on
learning with an emphasis on examining what we can do producing language in a broad range of speaking and writing
with a language. It also provides a framework which permits situations. Consequently, its approach mirrors the functional
the comparison of the language levels of individuals in an descriptors of the CEFR as well as its broad emphasis on being
impartial way. able to communicate in a range of realistic situations.
What are the aims of the CEFR? LIFE Beginner covers the competences for A1. LIFE Elementary
It is important to be aware that the CEFR is designed as a set covers the competences for A2. LIFE Pre-intermediate covers
of common reference points and not as a set of points that the majority of competences for B1. LIFE Intermediate covers
should be covered systematically in study. One level or one set the competences for B1 and some for B2 (hence the B1+
of reference points is not intended to refer to a year of study labelling). LIFE Upper Intermediate covers the competences for
or a number of hours of study. It recognises that students have B2. LIFE Advanced covers the competences for C1. There is, of
different aims and learn at different speeds. course, built-in revision of the competences from the previous
level before moving on to the new competence.
The CEFR does not intend to prescribe a method of teaching,
and recognises that there are a variety of methods relevant to In this booklet, each exercise of the LIFE series is mapped
different teaching contexts. However, it has a clear focus on the against core descriptors at the relevant global level. So, LIFE
four skills and on developing an ability to communicate rather Beginner is mapped against descriptors at the A1 Breakthrough
than acquire knowledge. level, LIFE Elementary at the A2 Waystage level, LIFE Pre-
intermediate at the B1 Threshold level, LIFE Intermediate at the
The CEFR also emphasises acquiring the skills to learn
B1 Threshold and B2 Vantage levels, LIFE Upper Intermediate
independently. It encourages autonomy in students and focuses
at the B2 Vantage level, and LIFE Advanced at the C1 Effective
on what they ‘can do’ and not on what they still need to learn.
Operational Proficiency level.
The CEFR intends to help define teachers’ and learners’
objectives. Teachers need to understand what they want to How does LIFE match the aims of the CEFR?
achieve on a course and students need clear objectives. The LIFE’s grammar and vocabulary syllabus encourages the
CEFR provides a set of descriptors and levels of competence linguistic competences needed for students to be able to
that help focus such aims. communicate successfully. In particular, the Grammar and Word
focus sections provide information and practice necessary for
How are the levels of the CEFR organised?
students to build their understanding and use.
The CEFR has six levels which range from A1 (students with
The emphasis on the four skills of reading, writing, speaking
a starter level of English) to C2 (students who can use the
and listening in LIFE reflects the same emphasis in the CEFR.
language fluently and with precision). Below is an overview
The Critical thinking sections develop students’ reading skills.
of these levels.
The Real Life section in each unit of LIFE introduces and
Students can use the language practises key functional areas of language which mirror those
C2 Mastery precisely and fluently with near in the CEFR.
native competence.
Proficient The video section in each unit of LIFE develops students’ ability
Effective Students are proficient in the to follow real spoken interaction and production in English. It
C1 Operational language and have a wide range also encourages students to use English in realistic roleplay
Proficiency of vocabulary.
scenarios.
Students are able to express The I can sections in each unit set clear objectives and checks
B2 Vantage themselves in increasingly that these objectives have been achieved.
Independent abstract ways.
The Workbook and teacher’s resources give students extra
Students at this level can maintain practice and learning resources. The Workbook aims to develop
B1 Threshold
conversations. learner autonomy.
Students are able to get by in
A2 Waystage an increasing range of social Can I learn more about this?
Basic situations. You can find more information about the Council of Europe at
Students can express themselves www.coe.int. Hyperlinked pdfs of the CEFR are also available
A1 Breakthrough at this site.
in simple, basic language.
2 Life Elementary © National Geographic Learning

LIFE Elementary CEF Overview
Framework level: A2
Communicative activities:
Reception (spoken)
U1 ex2; U1a ex2, 8; U1d ex3, 4, 5; U1f ex4, 5, 6; U2 ex2; U2a ex5; U2d
ex2, 3; U2f ex3, 5, 6; U3 ex2; U3a ex8, 9; U3b ex4, 5; U3d ex3, 4; U3f
Overall listening comprehension: ex4, 5; U4 ex1, 2; U4b ex6, 7; U4d ex3, 4; U4f ex3, 4, 5, 6; U5 ex2, 3;
Can understand phrases and expressions related to areas U5a ex, 6, 7; U5b ex7, 8, 10; U5d ex3, 4; U5f ex5, 6; U6 ex2, 3; U6b ex2;
of most immediate priority (e.g. very basic personal U6d ex2, 3; U6f ex4; U7 ex2; U7a ex8, 9; U7b ex4, 5; U7d ex3, 4; U7f
and family information, shopping, local geography, ex2, 3, 4, 5, 6; U8 ex2; U8a ex2, 3; U8d ex3, 4; U8f ex5; U9 ex2; U9a ex6,
employment) provided speech is clearly and slowly 7; U9b ex5, 6; U9d ex2, 3; U9f ex5; U10 ex2, 3; U10a ex6, 7; U10b ex8,
articulated. 9; U10d ex2, 3; U10e ex3, 4; U10f ex2, 3, 4; U11 ex2; U11a ex4, 5; U11d
ex2, 3; U11f ex5; U12 ex2, 3; U12 ex2; U12b ex9, 10; U12d ex2, 3; U12f
ex4, 5, 6
Reception (audio / visual)

Watching TV and film:
Can identify the main point of TV news items reporting
events, accidents, etc. where the visual supports the U1f ex3; U2f ex4; U3f ex3; U4f ex3; U5f ex4; U6f ex3; U7f ex2, 3; U8f
commentary. ex4; U9f ex4; U10f ex2; U11f ex4; U12f ex3
Can follow changes of topic of factual TV news items, and
form an idea of the main content.
Reception (written)
U1b ex2, 3; U1c x3, 4; U1e ex1; U2b ex2; U3a ex2; U3c ex6; U3e ex2;
Overall reading comprehension: U4a ex2; U4b ex2, 3; U4c ex3; U4d ex1; U4e ex2; U5b ex2; U5c ex2,
3, 6; U6a ex4; U6b ex1, 7; U6c ex3; U6e ex2; U7 ex3; U7a ex2, 3; U7b
Can understand short, simple texts on familiar matters of ex1; U7c ex3, 4; U7e ex4; U8b ex2, 3; U8c ex4; U8e ex1, 2; U8f ex8;
a concrete type which consist of high-frequency everyday U9a ex3, 4; U9b ex4; U9c ex3, 4; U9e ex2, 3; U9f ex2; U10a ex4; U10b
or job-related language. ex2, 3; U10c ex2, 3, 5; U11a ex2, 3; U11b ex2, 3; U11c ex2, 3; U11f ex6;
U12a ex5, 6; U12b ex2, 3; U12c ex3
Reading for orientation:

Can find specific, predictable information in simple U1c ex2; U1e ex2; U2e ex1; U5d ex2; U5e ex1; U7e ex2; U9e ex2; U11e
everyday material such as advertisements, prospectuses, ex3; U12e ex2
menus, reference lists and timetables.
Reading for information and argument:

Can identify specific information in simpler written U3a ex1; U3c ex2, 3; U4a ex3; U4c ex4, 5; U6a ex3, 5; U6c ex2; U7c
material he/she encounters such as letters, brochures and ex5, 6; U8c ex3; U9c ex5, 6; U10c ex7; U11c ex5, 6
short newspaper articles describing events.
Interaction (spoken)
U1 ex3; U1a ex9; U1b ex6; U1b ex5, 6, 12; U1c ex7; U1d ex6; U1f ex1,
2, 7; U2 ex1, 3; U2a ex9; U2b ex8; U2c ex7; U2d ex1, 4, 7; U2f ex1, 2, 7,
9; U3 ex4; U3a ex12; U3b ex2, 3, 12; U3c ex5; U3d ex1, 2, 5; U3f ex1,
2, 6; U4 ex4; U4a ex6, 11; U4b ex1, 12, 13; U4c ex1, 8; U4d ex2, 6; U4
Overall spoken interaction: ex1; U4f ex1, 8; U4 Review ex8; U5 ex4; U5a ex11, 12; U5b ex3; U5c
Can interact with reasonable ease in structured situations ex1, 7; U5d ex2; U5f ex1; U5 Review ex8; U6 ex5; U6a ex11; U6b ex6,
and short conversations, provided the other person helps 12, 13; U6c ex4; U6d ex1; U6f ex2; U7 ex4; U7a ex7, 11, 13; U7b ex3;
if necessary. Can manage simple, routine exchanges U7c ex1, 10; U7e ex1; U7f ex1; U7 Review ex8, 9; U8 ex3; U8a ex12;
without undue effort; can ask and answer questions and U8b ex11; U8c ex6; U8d ex1, 2; U8f ex1, 3; U9 ex3; U9a ex12; U9b ex1,
exchange ideas and information on familiar topics in 11; U9c ex2; U9d ex1; U9e ex1; U9f ex1; U9 Review ex7, 8; U10 ex5;
predictable everyday situations. U10a ex1, 2, 3, 11, 12; U10b ex1, 6, 12; U10c ex1; U10d ex1; U10e ex1,
2, 6; U10f ex1; U10 Review ex7, 8, 9; U11 ex4; U11a ex6; U11b ex1,
6, 11; U11c ex1, 4; U11d ex1; U11e ex1, 2; U11f ex1, 2, 3; U11 Review
ex7, 8; U12 ex1; U12a ex3, 4, 1, 12, 13; U12b ex1, 4, 12, 13; U12c ex1;
U12d ex1; U12e ex1; U12f ex1, 2; U12 Review ex8, 9, 10
Life Elementary © National Geographic Learning 3

Conversation:
Can establish social contact: greetings and farewells;
introductions; giving thanks.
Can generally understand clear, standard speech on
familiar matters directed at him/her, provided he/she can U1d ex6; U1 Review ex7, 8; U2 Review ex7, 8; U4f ex8; U5f ex8; U6d
ask for repetition or reformulation from time to time. ex6; U7d ex6, 7; U9a ex5; U9d ex6; U10d ex5
Can participate in short conversations in routine contexts
on topics of interest.
Can express how he/she feels in simple terms, and express
thanks.
Informal discussion:
U4a ex1; U4b ex2; U4c ex1, 2; U4d ex2; U5a ex5; U5b ex1, 3; U5c ex1;
Can generally identify the topic of discussion around her U5d ex1; U6a ex2; U6b ex6; U6c ex1; U6e ex1; U6f ex5; U7a ex1, 4;
which is conducted slowly and clearly. U7b ex10, 12; U7c ex1; U7d ex2; U8a ex1, 4; U8b ex1, 5; U8c ex1, 2;
Can discuss what to do in the evening, at the weekend. U8e ex1; U9 ex1; U9a ex2; U9b ex7; U9c ex1, 7; U10 ex1; U10a ex1, 2,
3; U10b ex7; U10c ex1, 6; U11 ex1; U11c ex1; U12c ex1, 2
Can make and respond to suggestions.
Can agree and disagree with others.
Goal-oriented co-operation:
Can understand enough to manage simple, routine tasks
without undue effort, asking very simply for repetition
when he/she does not understand.
Can discuss what to do next, making and responding to U1f ex9; U2f ex7; U9a ex11, 12; U10f ex6; U11a ex10, 11; U11d ex5, 6;
suggestions, asking for and giving directions. U11f ex7; U12f ex8, 9
Can ask and answer questions about what they do at work
and in free time.
Can ask for and give directions referring to a map or plan.
Can ask for and provide personal information.
Transactions to obtain goods and services:

Can deal with common aspects of everyday living such as
travel, lodgings, eating and shopping.
Can get all the information needed from a tourist office,
as long as it is of a straightforward, non-specialised
nature.
Can ask for and provide everyday goods and services.
Can get simple information about travel, use public
transport: buses, trains, and taxis, ask and give directions, U2d ex4, 7; U5b ex11; U5d ex6; U6 Review ex7, 8
and buy tickets.
Can ask about things and make simple transactions in
shops, post offices or banks.
Can give and receive information about quantities,
numbers, prices, etc.
Can make simple purchases by stating what is wanted and
asking the price.
Can order a meal.
Information exchange:
Can communicate in simple and routine tasks requiring a
simple and direct exchange of information.
Can exchange limited information on familiar and routine
operational matters. U1e ex6; U3b ex12; U3d ex5; U4d ex6; U5a ex11; U6b ex13; U6c ex4;
U7a ex11; U10a ex5, 11, 12; U12a ex7
Can ask and answer questions about what they do at work
and in free time.

Can understand enough to manage simple, routine
exchanges without undue effort.
Can deal with practical everyday demands: finding out
and passing on straightforward factual information.
U2e ex7; U3e ex5; U3f ex6; U4e ex6; U5e ex4; U6e ex5; U8d ex7; U11c
Can ask and answer questions about habits and routines.
ex10; U12 ex3
Can ask and answer questions about pastimes and past
activities.
Can give and follow simple directions and instructions,
e.g. explain how to get somewhere.
Interviewing and being interviewed:

Can answer simple questions and respond to simple U6a ex9, 11; U7f ex6; U8a ex12; U9f ex6; U10b ex11, 12
statements in an interview.
Interaction (written)
Notes, messages and forms:
Can take a short, simple message provided he/she can ask U4e ex5; U6e ex4; U8e ex3, 4; U8f ex9, 10; U10e ex5, 6; U11e ex5
for repetition and reformulation.
Production (spoken)
Overall spoken production:
Can give a simple description or presentation of people, U1b ex10; U1c ex1, 4; U1 Review ex9, 10; U2c ex1; U2 Review ex9; U3c
living or working conditions, daily routines, likes/dislikes, ex1, 10; U3 Review ex8; U5f ex3; U6 Review ex9; U8 Review ex7, 8; U9b
etc. as a short series of simple phrases and sentences ex10; U11b ex10, 11
linked into a list.
Sustained monologue (describing experience):

Can describe his/her family, living conditions, educational
U1a ex10; U1b ex10; U1 Review ex9, 10; U3a ex4, 7; U3 Review ex8;
background, present or most recent job.
U4a ex10; U4 Review ex7; U5b ex6; U6a ex6; U7f ex7; U12d ex5, 6
Can describe people, places and possessions in simple
terms.
Addressing audiences:
Can give a short, rehearsed, basic presentation on a
familiar subject.
U5a ex13; U6c ex5; U6f ex6; U8f ex7
Can answer straightforward follow up questions if he/
she can as for repetition and if some help with the
formulation of his reply is possible.
Production (written)
Overall written production: U1e ex3, 4, 5; U1f ex10; U2b ex10, 12; U2e ex3, 4, 5, 6; U3e ex3; U3f
Can write a series of simple phrases and sentences linked ex7; U4a ex9; U4e ex3, 4; U5e ex2, 3; U6e ex3; U7b ex8, 11; U7e ex5, 6,
with simple connectors like and, but and because. 7; U8a ex10; U9e ex4; U10e ex4; U11c ex9; U11e ex4; U12e ex3, 4
Creative writing:
Can write about everyday aspects of their environment,
e.g. people, places, a job or study experience in linked
U3e ex4; U8a ex11; U9e ex5; U10c ex8; U12c ex6, 7; U12e ex5
sentences.
Can write very short, basic descriptions of events, past
activities and personal experiences.
Can write a series of simple phrases and sentences about

their family, living conditions, educational background, U6a ex10
present or most recent job.

Communication strategies:
Reception
Identifying cues and inferring:
Can use an idea of the overall meaning of short texts U3c ex4; U4f ex7; U5f ex7; U7b ex2; U7e ex3; U10c ex4; U11a ex1; U12c
and utterances on everyday topics of a concrete type to ex5
derive the probable meaning of unknown words from the
context.
Communicative language competence

Linguistic – range
U1a ex3, 4; U1b ex4, 5; U1c ex5 6; U1 Review ex5, 6; U2 ex3, 4; U2a
ex1, 2; U2b ex3, 4; U2c ex4; U2e ex2; U2f ex2; U2 Review ex4, 5, 6; U3
ex3; U3a ex3; U3b ex1, 6; U3c ex7, 8; U3 Review ex4, 5, 6, 7; U4 ex3;
Vocabulary range:
U4a ex4, 5; U4b ex1; U4c ex1; U4f ex2; U4 Review ex4, 5, 6; U5 ex3;
Has a sufficient vocabulary for the expression of basic U5a ex1, 4; U5b ex9; U5c ex4; U5f ex2; U5 Review ex4, 5, 6; U6 ex3;
communicative needs. U6a ex1, 6; U6b ex3, 4; U6 Review ex3, 4, 5; U7 ex3, 4; U7d ex1, 3; U7
Review ex6, 7; U8 ex1; U8a ex7, 8; U8b ex4, 10; U8c ex5; U8f ex2, 6;
Has a sufficient vocabulary for coping with simple survival
U8 Review ex3, 4; U9a ex1; U9b ex2; U9c ex1; U9e ex4; U9 Review ex4,
needs.
5, 6; U10 ex4; U10a ex2; U10b ex5; U10c ex1; U10 Review ex5, 6; U11
ex3; U11a ex1, 7, 8; U11b ex4; U11f ex6; U11 Review ex5, 6; U12a ex1;
U12b ex3, 11; U12c ex4; U12f ex7; U12 Review ex4, 5, 6, 7
Linguistic – control
U1a ex5, 6, 8; U1b ex6, 7, 9; U1 Review ex1, 2, 3, 4; U2a ex3, 4, 6, 7;
U2b ex5, 6, 7, 9, 10; U2 Review ex1, 2, 3; U3a ex5, 6, 10, 11; U3b ex8,
Grammatical accuracy: 9, 11; U3 Review ex1, 2, 3; U4a ex7; U4b ex4, 5, 9, 10; U4c ex6, 7; U4
Review ex1, 2, 3; U5a ex8, 9, 10; U5b ex4, 5; U5 Review ex1, 2, 3; U6a
Uses some simple structures correctly, but still ex7, 8; U6b ex8, 9, 10; U6 Review ex1, 2; U7a ex5, 6, 7, 10; U7b ex6, 7,
systematically makes basic mistakes – for example 8; U7c ex7, 8, 9; U7 Review ex1, 2, 3, 4, 5; U8a ex5, 6; U8b ex6, 7, 8, 9;
tends to mix up tenses and forget to mark agreement; U8 Review ex1, 2; U9a ex1; U9b ex8, 9; U9d ex5; U9 Review ex1, 2, 3;
nevertheless, it is usually clear what he/she is trying to say. U10a ex8, 9; U10 ex10; U10 Review ex1, 2, 3, 4; U11a ex9; U11b ex7,
8; U11c ex7, 8; U11 Review ex1, 2, 3, 4; U12a ex8, 9; U12b ex5, 6, 7, 8;
U12 Review ex1, 2, 3
Vocabulary control: U3a ex4; U3b ex7; U4a ex6; U5a ex2; U6 ex4; U6a ex6; U6b ex5; U6
Review ex6; U8 ex1; U8b ex11; U8 Review ex5; U9a ex8, 9; U9b ex3;
Can control a narrow repertoire dealing with concrete U10a ex3; U10b ex6; U10c ex1; U11b ex6; U12a ex2, 3; U12b ex4; U12c
everyday needs. ex1
Phonological control: U1a ex7; U1b ex8; U1d ex1, 2; U2a ex8; U2c ex5; U2d ex6; U3b ex10;
Pronunciation is generally clear enough to be understood U3c ex9; U4a ex8; U4b ex11; U4d ex5; U5a ex3; U5c ex5; U5d ex5; U6b
despite a noticeable foreign accent, but conversational ex11; U6d ex5; U7b ex9; U7d ex5; U8a ex9; U8d ex5; U9a ex10; U9d
partners will need to ask for repetition from time to time. ex4; U10a ex10; U10d ex4; U11b ex9; U11d ex4; U12a ex11; U12d ex4

LIFE Elementary CEF mapping
Framework level: A2
Unit 1 People
Unit 1 opener (page 9)
Component Descriptor Exercise
Can understand phrases and expressions related to areas of most immediate
Overall listening
priority (e.g. very basic personal and family information, shopping, local 2
comprehension
geography, employment) provided speech is clearly and slowly articulated.
Can interact with reasonable ease in structured situations and short conversations,
Overall spoken provided the other person helps if necessary. Can manage simple, routine
3
interaction exchanges without undue effort; can ask and answer questions and exchange
ideas and information on familiar topics in predictable everyday situations.
1a Explorers (pages 10–11)

Overall listening
priority (e.g. very basic personal and family information, shopping, local 2, 8
comprehension
Has a sufficient vocabulary for the expression of basic communicative needs.

Vocabulary range 3, 4
Has a sufficient vocabulary for coping with simple survival needs.
Uses some simple structures correctly, but still systematically makes basic mistakes
Grammatical accuracy – for example tends to mix up tenses and forget to mark agreement; nevertheless, 5, 6, 8
it is usually clear what he/she is trying to say.
Pronunciation is generally clear enough to be understood despite a noticeable

Phonological control foreign accent, but conversational partners will need to ask for repetition from 7
time to time.
9
Can describe his/her family, living conditions, educational background, present or

Sustained monologue most recent job. 10
Can describe people, places and possessions in simple terms.
1b A family in East Africa (pages 12–13)

Overall reading Can understand short, simple texts on familiar matters of a concrete type which
2, 3
comprehension consist of high-frequency everyday or job-related language.


time to time.
5, 6, 12


Can give a simple description or presentation of people, living or working
Overall spoken
conditions, daily routines, likes/dislikes, etc. as a short series of simple phrases and 10
production
sentences linked into a list.
1c The face of seven billion people (pages 14–15)

Overall spoken
conditions, daily routines, likes/dislikes, etc. as a short series of simple phrases and 1, 4
production
Reading for Can find specific, predictable information in simple everyday material such as
2
orientation advertisements, prospectuses, menus, reference lists and timetables.
3, 4

7
1d At a conference (page 16)

Phonological control foreign accent, but conversational partners will need to ask for repetition from 1, 2
time to time.

Overall listening
priority (e.g. very basic personal and family information, shopping, local 3, 4, 5
comprehension
6
Can establish social contact: greetings and farewells; introductions; giving thanks.
Can generally understand clear, standard speech on familiar matters directed at
Conversation him/her, provided he/she can ask for repetition or reformulation from time to time. 6
Can participate in short conversations in routine contexts on topics of interest.
Can express how he/she feels in simple terms, and express thanks.
1e Introduce yourself (page 17)

1
2
Overall written Can write a series of simple phrases and sentences linked with simple connectors
3, 4, 5
production like and, but and because.
Can understand enough to manage simple, routine exchanges without undue effort.
Can deal with practical everyday demands: finding out and passing on
straightforward factual information.
Information
Can ask and answer questions about habits and routines. 6
exchange
Can ask and answer questions about pastimes and past activities.
Can give and follow simple directions and instructions, e.g. explain how to get
somewhere.

1f World party (pages 18–19)
1, 2, 7
Can identify the main point of TV news items reporting events, accidents, etc.
Watching TV and film 3
where the visual supports the commentary.
Overall listening Can understand enough to be able to meet needs of a concrete type provided
4, 5, 6
comprehension speech is clearly and slowly articulated.
Can understand enough to manage simple, routine tasks without undue effort,
Goal-oriented asking very simply for repetition when he/she does not understand.
9
co-operation Can discuss what to do next, making and responding to suggestions, asking for
and giving directions.
10
Unit 1 Review (page 20)

Grammatical accuracy – for example tends to mix up tenses and forget to mark agreement; nevertheless, 1, 2, 3, 4

Conversation him/her, provided he/she can ask for repetition or reformulation from time to time. 7, 8

Sustained monologue most recent job. 9, 10

Overall spoken
production
Unit 2 Possessions
1, 3

Overall listening
comprehension


2a My possessions (pages 22–23)

Overall listening
comprehension

time to time.
9
2b At home (pages 24–25)

2

Grammatical accuracy – for example tends to mix up tenses and forget to mark agreement; nevertheless, 5, 6, 7, 9, 10
8
10, 12
2c Global objects (pages 26–27)

Overall spoken
production
2, 3

Vocabulary range 4

time to time.
7

2d At the shop (page 28)
1, 4, 7

Overall listening
comprehension
Can deal with common aspects of everyday living such as travel, lodgings, eating
Transactions to and shopping.
obtain goods and 4, 7
services Can get all the information needed from a tourist office, as long as it is of a
straightforward, non-specialised nature.

time to time.
2e For sale (page 29)

1

Vocabulary range 2
3, 4, 5, 6
Information
exchange
somewhere.
2f Coober Pedy’s opals (pages 30–31)

1, 2, 7, 9
3, 5, 6
7

Vocabulary range 2


Vocabulary range 4, 5, 6

Overall spoken
production
Unit 3 Places
Overall listening
comprehension

Vocabulary range 3
4
3a No-car zones (pages 34–35)

Reading for
Can identify specific information in simpler written material he/she encounters
information and 1
such as letters, brochures and short newspaper articles describing events.
argument
2

Vocabulary range 3
Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. 4

Sustained monologue most recent job. 4, 7
8, 9
12

3b Working under the sea (pages 36–37)
2, 3, 12

Overall listening
comprehension

time to time.
Can communicate in simple and routine tasks requiring a simple and direct
exchange of information.
Can exchange limited information on familiar and routine operational matters.
Information
12
exchange Can ask and answer questions about what they do at work and in free time.
3c Places and languages (pages 38–39)

Overall spoken
production
Reading for
information and 2, 3
argument
Can use an idea of the overall meaning of short texts and utterances on everyday
Identifying cues and
topics of a concrete type to derive the probable meaning of unknown words from 4
inferring
the context.
5
6


time to time.
3d The city of Atlanta (page 40)

1, 2, 5

Overall listening
comprehension
Information
5
3e Describing a place (page 41)

2
3
Can write about everyday aspects of his environment, e.g. people, places, a job or
study experience in linked sentences.
Creative writing 4
Can write very short, basic descriptions of events, past activities and personal
experiences.
Information
exchange
somewhere.
3f Cowley Road (pages 42–43)

1, 2, 6
4, 5
Information asking very simply for repetition when he/she does not understand.
6
exchange Can discuss what to do next, making and responding to suggestions, asking for
7


Vocabulary range 4, 5, 6, 7


Overall spoken
production
Unit 4 Free time

Overall listening
comprehension

Vocabulary range 3
4
4a 100% Identical? (pages 46–47)

Can generally identify the topic of discussion around her which is conducted
Informal discussion 1
slowly and clearly.
2
Reading for
information and 3
argument

6, 11
Grammatical accuracy – for example tends to mix up tenses and forget to mark agreement; nevertheless, 7

time to time.
9

4b Free time at work (pages 48–49)

Vocabulary range 1

1, 12, 13
slowly and clearly.
2, 3

Overall listening
comprehension

time to time.
4c Extreme sports (pages 50–51)

Vocabulary range 1
1, 8
Informal discussion 1, 2
slowly and clearly.
3
Reading for
argument
Grammatical accuracy – for example tends to mix up tenses and forget to mark agreement; nevertheless, 6, 7
4d In your gap year (page 52)

1
2, 6
slowly and clearly.

Overall listening
comprehension

time to time.

Information
6
4e You have an email (page 53)

1
2
3, 4
Notes, messages and Can take a short, simple message provided he/she can ask for repetition and
5
forms reformulation.
Can understand enough to manage simple, routine exchanges without undue

effort.
Information
6
exchange Can ask and answer questions about habits and routines.
somewhere.
4f In my free time (pages 54–55)

1, 8

Vocabulary range 2
3, 4, 5, 6
inferring
the context.
him/her, provided he/she can ask for repetition or reformulation from time to
Conversation time. 8



8
Unit 5 Food
Overall listening
comprehension

Vocabulary range 3
4
5a Famous for food (pages 58–59)


time to time.
slowly and clearly.

Overall listening
comprehension
Grammatical accuracy - for example tends to mix up tenses and forget to mark agreement; nevertheless, 8, 9, 10
11, 12
Information
11

Can give a short, rehearsed, basic presentation on a familiar subject.
Addressing audiences Can answer straightforward follow up questions if he/she can as for repetition 13
and if some help with the formulation of his reply is possible.
5b Food markets (pages 60–61)

slowly and clearly.
2
3


Overall listening
priority (e.g. very basic personal and family information, shopping, local 7, 8, 10
comprehension

Vocabulary range 9

Can get simple information about travel, use public transport: buses, trains, and
taxis, ask and give directions, and buy tickets.
Transactions to
obtain goods and Can ask about things and make simple transactions in shops, post offices or banks. 11
services Can give and receive information about quantities, numbers, prices, etc.
Can make simple purchases by stating what is wanted and asking the price.
Can order a meal.
5c The seed vault (pages 62–63)

1, 7
slowly and clearly.
2, 3, 6

Vocabulary range 4

time to time.

5d At the restaurant (page 64)
slowly and clearly.
2
2

Overall listening
comprehension

time to time.

Transactions to
obtain goods and Can ask about things and make simple transactions in shops, post offices or banks. 6
Can order a meal.
5e What do I do next? (page 65)

1
2, 3
Information
exchange
somewhere.
5f Gelato University (pages 66–67)

1

Vocabulary range 2

Overall spoken
production
5, 6

inferring
the context.

Grammatical accuracy - for example tends to mix up tenses and forget to mark agreement; nevertheless, 1, 2, 3

8
Unit 6 Money
Overall listening
comprehension

Vocabulary range 3
5
6a The face of money (pages 70–71)

slowly and clearly.
Reading for
argument
4


Interviewing and
Can answer simple questions and respond to simple statements in an interview. 9, 11
being interviewed
Can write a series of simple phrases and sentences about their family, living
Creative writing conditions, educational background, present or most recent job. 10
Can write short, simple imaginary biographies and simple poems about people.
11
6b Discover the past (pages 72–73)

1, 7

Overall listening
comprehension

6, 12, 13
slowly and clearly.

time to time.
Information
13
6c A cashless world (pages 74–75)

slowly and clearly.
Reading for
information and 2
argument
3
4

Information
4

6d Help! (page 76)

1

Overall listening
comprehension

time to time.
6e Thanks! (page 77)

slowly and clearly.
2
3
4

effort.
Information
5
somewhere.
6f Bactrian treasure (pages 78–79)

2

4
slowly and clearly.




Transactions to
obtain goods and Can ask about things and make simple transactions in shops, post offices or banks. 7, 8
Can order a meal.

Overall spoken
production
Unit 7
Overall listening
comprehension
3

4
7a Flight of the Silver Queen (pages 82–83)

slowly and clearly.
2, 3


Overall listening
comprehension
7, 11, 13
Information
11
7b Animal migrations (pages 84–85)

1
inferring
the context.
3

Overall listening
comprehension
8, 11

time to time.
slowly and clearly.
Informal discussion Can discuss what to do in the evening, at the weekend. 10, 12
Can make and respond to suggestions.
Can agree and disagree with others.
7c The longest journey in space (pages 86–87)

1, 10
slowly and clearly.
3, 4

Reading for
argument
7d How was your trip? (page 88)

slowly and clearly.

Overall listening
comprehension

time to time.
7e The digital nomad (page 89)

Overall spoken exchange of information on familiar and routine matters to do with work and
1
interaction free time. Can handle very short social exchanges but is rarely able to understand
enough to keep conversation going of his/her own accord.
2
inferring
the context.
4
5, 6, 7
7f Women in space (pages 90–91)

1
Watching TV and film 2, 3
2, 3, 4, 5, 6
Interviewing and
Can answer simple questions and respond to simple statements in an interview. 6
being interviewed


Grammatical accuracy – for example tends to mix up tenses and forget to mark agreement; nevertheless, 1, 2, 3, 4, 5

8, 9
Unit 8 Appearance
Vocabulary range 1

Overall listening
comprehension
3
8a The faces of festivals (pages 94–95)

slowly and clearly.

Overall listening
comprehension


time to time.
10
Creative writing 11
experiences.
Interviewing and
being interviewed

12
8b Global fashion (pages 96–97)

slowly and clearly.
2, 3

11
8c In fashion or for life? (pages 98–99)

slowly and clearly.
Reading for
information and 3
argument
4

Vocabulary range 5
6
8d The photos of Reinier Gerritsen (page 100)

1, 2

Overall listening
comprehension

time to time.

effort.
Information
7
somewhere.
8e How R U?  tks (page 101)

slowly and clearly.
1, 2
Notes, messages and Can write short, simple notes and messages relating to matters in areas of
3, 4
forms immediate need.
8f Festivals and special events (pages 102–103)

1, 3

5

8
9, 10



Overall spoken
production

Unit 9 Film and the arts
slowly and clearly.

Overall listening
comprehension
3
9a All roads film festival (pages 106–107)

Vocabulary range 1
slowly and clearly.
3, 4
Can handle very short social exchanges but is rarely able to understand enough
to keep conversation going of his/her own accord, though he/she can be made to
understand if the speaker will take the trouble.
Conversation Can use simple everyday polite forms of greeting and address. 5
Can make and respond to invitations, invitations and apologies.
Can say what he/she likes and dislikes.

Overall listening
comprehension

time to time.
12
asking very simply for repetition when he/she does not understand.
Can discuss what to do next, making and responding to suggestions, asking for
Goal-oriented and giving directions.
11, 12
co-operation
Can ask and answer questions about what they do at work and in free time.

9b People in film and the arts (pages 108–109)
1, 11

Vocabulary range 2
4

Overall listening
comprehension
slowly and clearly.

Overall spoken
production
9c Nature in art (pages 110–111)

slowly and clearly.

Vocabulary range 1
2
3, 4
Reading for
argument
9d Making arrangements (page 112)

1

Overall listening
comprehension

time to time.

him/her, provided he/she can ask for repetition or reformulation from time to
Conversation time. 6
9e It looks amazing! (page 113)

1
2
2, 3

Vocabulary range 4
4
Creative writing 5
experiences.
9f Camera traps (pages 114–115)

1
2
5
Interviewing and
being interviewed


7, 8

Unit 10 Science
slowly and clearly.

Overall listening
comprehension

Vocabulary range 4
5
10a Technology has changed our lives (pages 118–119)

Informal discussion 1, 2, 3
slowly and clearly.
1, 2, 3, 11, 12

Vocabulary range 2
4
Information
Can ask and answer questions about habits and routines. 5, 11, 12
exchange
somewhere.

Overall listening
comprehension

time to time.
10b How well can you remember? (pages 120–121)

1, 6, 12
2, 3

Vocabulary range 5
slowly and clearly.

Overall listening
comprehension
Interviewing and
Can answer simple questions and respond to simple statements in an interview. 11, 12
being interviewed
10c Why haven’t scientists invented it? (pages 122–123)

Vocabulary range 1
slowly and clearly.
1
2, 3, 5
inferring
the context.
Reading for
information and 7
argument
Creative writing 8
experiences.
10d Problems with technology (page 124)

1

Overall listening
comprehension

time to time.

10e Please leave a message after the tone (page 125)
1, 2, 6

Overall listening
comprehension
4
5, 6
10f Memory and language learning (pages 126–127)

1
Overall listening Can understand enough to be able to meet needs of a concrete type provided 2, 3, 4
Can indicate when he/she is following and can be made to understand what is
Goal-oriented necessary, if the speaker takes the trouble.
6
co-operation Can communicate in simple and routine tasks using simple phrases to ask for and
provide things, to get simple information and to discuss what to do next.


7, 8, 9
Unit 11 Tourism
slowly and clearly.

Overall listening
comprehension

Vocabulary range 3

4
11a Going on holiday (pages 130–131)

inferring
the context.
2, 3

Overall listening
comprehension
6
asking very simply for repetition when he/she does not understand.
Can discuss what to do next, making and responding to suggestions, asking for
Goal-oriented co- and giving directions.
10, 11
operation
Can ask and answer questions about what they do at work and in free time.
11b Planning a holiday (pages 132–133)

1, 6, 11
2, 3

Vocabulary range 4

time to time.

Overall spoken
production

11c Should I go there? (pages 134–135)
1, 4
slowly and clearly.
2, 3
Reading for
argument
9
Information
exchange
somewhere.
11d A holiday in South America (page 136)

1

Overall listening
comprehension

time to time.
5, 6
11e Your feedback (page 137)

1, 2
3
4
5

11f Mecca and the Hajj (pages 138–139)
1, 2, 3
5
6

Vocabulary range 6
7


7, 8
Unit 12 The Earth

1

Overall listening
comprehension

effort.
Information
3
somewhere.

12a Climate change (pages 142–143)
Vocabulary range 1
Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. 2, 3
3, 4
5, 6
Information
exchange
somewhere.
10, 12, 13

time to time.
12b Exploring the Earth (pages 144–145)

1, 4, 12, 13
2, 3


Overall listening
comprehension
12c Looking for a new Earth (pages 146–147)

slowly and clearly.

1
3

Vocabulary range 4
inferring
the context.
Creative writing 6, 7
experiences.
12d Earth Day (page 148)

1

Overall listening
comprehension

time to time.
Can tell a story or describe something in a simple list of points. Can describe
everyday aspects of his environment, e.g. people, places, a job or study
experience.
Can give short, basic descriptions of events and activities.
Sustained monologue Can describe plans and arrangements, habits and routines, past activities and 5, 6
personal experiences.
Can use simple descriptive language to make brief statements about and compare
objects and possessions.
Can explain what he/she likes or dislikes about something.
12e Planning an event (page 149)

1
Can find specific, predictable information in simple everyday material such as

advertisements, prospectuses, menus, reference lists and timetables.
Can locate specific information in lists and isolate the information required (e.g.
Reading for
use the ‘Yellow Pages’ to find a service or tradesman). 2
orientation
Can understand everyday signs and notices: in public places, such as streets,
restaurants, railway stations; in workplaces, such as directions, instructions, hazard
warnings.
3, 4
Creative writing 5
experiences.

12f Volcanos (pages 150–151)
1, 2
4, 5, 6

Vocabulary range 7
8, 9
Review (page 152)


Vocabulary range 4, 5, 6, 7
8, 9, 10

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Life ELEMENTARY

and the Common European Framework of Reference

2 Life Elementary © National Geographic Learning

Reception (audio / visual)

Reading for orientation:

Reading for information and argument:

Life Elementary © National Geographic Learning 3

Transactions to obtain goods and services:

4 Life Elementary © National Geographic Learning

Interviewing and being interviewed:

Sustained monologue (describing experience):

Can write a series of simple phrases and sentences about

Life Elementary © National Geographic Learning 5

Communicative language competence

6 Life Elementary © National Geographic Learning

1a Explorers (pages 10–11)

Has a sufficient vocabulary for the expression of basic communicative needs.

Pronunciation is generally clear enough to be understood despite a noticeable

Can describe his/her family, living conditions, educational background, present or

1b A family in East Africa (pages 12–13)

Has a sufficient vocabulary for the expression of basic communicative needs.

Pronunciation is generally clear enough to be understood despite a noticeable

Can describe his/her family, living conditions, educational background, present or

Life Elementary © National Geographic Learning 7

1c The face of seven billion people (pages 14–15)

Has a sufficient vocabulary for the expression of basic communicative needs.

1d At a conference (page 16)

Can understand phrases and expressions related to areas of most immediate

1e Introduce yourself (page 17)

8 Life Elementary © National Geographic Learning

Unit 1 Review (page 20)

Has a sufficient vocabulary for the expression of basic communicative needs.

Can describe his/her family, living conditions, educational background, present or

Can give a simple description or presentation of people, living or working

Can understand phrases and expressions related to areas of most immediate

Has a sufficient vocabulary for the expression of basic communicative needs.

Life Elementary © National Geographic Learning 9

Can understand phrases and expressions related to areas of most immediate

Pronunciation is generally clear enough to be understood despite a noticeable

2b At home (pages 24–25)

Has a sufficient vocabulary for the expression of basic communicative needs.

2c Global objects (pages 26–27)

Has a sufficient vocabulary for the expression of basic communicative needs.

Pronunciation is generally clear enough to be understood despite a noticeable

10 Life Elementary © National Geographic Learning

Can understand phrases and expressions related to areas of most immediate

Pronunciation is generally clear enough to be understood despite a noticeable

2e For sale (page 29)

Has a sufficient vocabulary for the expression of basic communicative needs.

2f Coober Pedy’s opals (pages 30–31)

Has a sufficient vocabulary for the expression of basic communicative needs.

Life Elementary © National Geographic Learning 11

Has a sufficient vocabulary for the expression of basic communicative needs.

Can give a simple description or presentation of people, living or working

Has a sufficient vocabulary for the expression of basic communicative needs.

3a No-car zones (pages 34–35)

Has a sufficient vocabulary for the expression of basic communicative needs.

Can describe his/her family, living conditions, educational background, present or

12 Life Elementary © National Geographic Learning